The Role of the L1 as a Scaffolding Tool in the EFL Reading Classroom

Abstract

The role of the students’ mother tongue (L1) in the ESL/EFL classroom has been an on-going debate recently. A monolingual approach suggests that the use of the target language solely in L2 classroom increases the learning of the target language. However, this research is motivated by studies that suggest the use of L1 in ESL/EFL classroom facilitates rather than impedes target language learning. This paper examines the use of L1 in the EFL reading classroom in a University in Yemen. A mixed method design was employed and data were collected from a sample of 45-Yemeni students studying English as a Foreign Language at the university. The quantitative data was collected through a questionnaire, while qualitative data was gathered using semi-structured interviews guided by the research objectives. The findings reveal that the students perceive the use of Arabic (L1) as functional strategy in their EFL (L2) classrooms and that it is used to serve a number of purposes: to translate new words, to define concepts, to give some explanations and to help each other in their groups. The discussion of the findings concludes that L1 can be used as a scaffolding strategy by students in facilitating their learning and can be used as a pedagogical tool by the teacher to enhance learning experience as well as maximize engagement in the classroom.

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